As explicit instruction gains momentum across Australia, it has been accompanied by some vocal cries against differentiation. Yet research indicates that gifted and high potential students benefit from grouping with peers and experience negative academic and socio-emotional outcomes when instruction is not differentiated.

This session first examines this conundrum through the evidence around differentiation and ability grouping, before exploring strategies that transform theoretical best practice into immediate classroom application. We’ll delve into methods to add depth and abstraction, encourage higher-order thinking and generate low entry-high ceiling tasks that provide stretch for gifted students. K-12 illustrations make this relevant and practical for all teachers.